Psychology Department and Hadassah-Hebrew University Medical School, Jerusalem, Israel.
Res Dev Disabil. 2011 Nov-Dec;32(6):2267-77. doi: 10.1016/j.ridd.2011.07.043. Epub 2011 Sep 8.
This is a study of word decoding in adolescents with Down syndrome and in adolescents with Intellectual Deficits of unknown etiology. It was designed as a replication of studies of word decoding in English speaking and in Hebrew speaking adolescents with Williams syndrome (Levy & Antebi, 2004; Levy, Smith, & Tager-Flusberg, 2003). Participants' IQ was matched to IQ in the groups with Williams syndrome and was within the range of mental retardation or borderline intelligence. Our aim was to investigate the impact of IQ on word decoding in these populations, rather than estimate their overall reading level. Similar to the results seen in people with Williams syndrome, word decoding was correlated with auditory short term memory and with phonological awareness tasks yet these correlations were mediated by IQ. It is argued that learning to decode is an explicit task that relies primarily on general cognitive resources of the kind that are most vulnerable in people with sub-normal IQ.
这是一项对唐氏综合征青少年和病因不明的智力障碍青少年进行单词解码研究的报告。该研究旨在复制对英语和希伯来语为母语的威廉姆斯综合征青少年进行的单词解码研究（Levy & Antebi, 2004; Levy, Smith, & Tager-Flusberg, 2003）。参与者的智商与威廉姆斯综合征组的智商相匹配，处于智力迟钝或边缘智力的范围内。我们的目的是研究智商对这些人群单词解码的影响，而不是估计他们的整体阅读水平。与在威廉姆斯综合征患者中看到的结果相似，单词解码与听觉短期记忆和语音意识任务相关，但这些相关性受智商的影响。有人认为，学习解码是一项明确的任务，主要依赖于一般认知资源，而在智商低于正常水平的人群中，这些资源最容易受到影响。
